Concepts Of Curriculum In Education

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Concepts of Curriculum in Education Melinda Kaszuk University of Phoenix HSN 544 Professor Brown

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Definition of curriculum Learning environments require structure of included content and internal framework that is collectively known as the curriculum. Educators develop philosophies of expected outcomes which intended to engage and challenge students, provide relevance for inclusion of materials, and ensure learner outcomes. According to Clark, et al. (2006), development of structured activities and goals are usually agreed upon by departmental committees of educational institutions and are published for students with direct guidelines and expectations for specific majors and individual courses. As a planned engagement of learners, curriculum is coordinated and articulated to provide knowledge and skills to achieve specific conceptual understanding of specified intellectual conditions and planned educational experiences. Engagement and challenging of students can be supported by a well-developed curriculum. Provision of learning relevance has been attributed to adult and non-traditional learners in capture and learner transformation. Support of learning theories such as the Multiliteracy Theory (Van Haren, 2007) indicate specific knowledge processes such as experience, conceptualization, analytical skills, and learned material in application of knowledge and critical thinking of learned skills in practical situations. Curriculum presentations give students reference and evaluation mechanisms for outcomes evaluations and self-direction in learning. Curriculum and teaching Educators consider a well-developed curriculum an asset for not only students, but themselves as well. Integration of physical, emotional, social, and intellectual conditions in concept development assists in shaping and reinforcement to the external structure of the

Concepts of curriculum 3 learning process. Teachers can identify similarities and differences in students’ individual learning styles, thus allowing them to facilitate proper summaries for reinforcement, recognition of student efforts, collaboration with cooperative learning, for example, learning teams, objective development and provision of feedback (Instructional strategies, 2003). Curriculum is a means of communication from instructors to learners by written explanation of program goals. Specific skills are demonstrated and displayed sequences of who teaches what and to what extend are defined, and can be referenced with set objectives. Pinar stated curriculum and learning involve mastering predetermined abstract facts, and in diagrammatic structure comprise a curriculum (McKnight, 2006). Learner outcomes are defined, and student perceptions are easily interrogated and analyzed giving the educator the ability of identify new concepts and provide the learners with new experiences relevant to course material (Van Haren, 2007). Learner outcomes can be reviewed in a standardized method and provide focus on desired instillation of program philosophy. Curriculum and learning Conceptual framework manifested within curricula design offers structured opportunities to engage learners in the development of new skills and allows students to infer and assess concepts based on learned materials. Creativity and problem-solving skills are facilitated to enhance learning by introduction of curricula with digital and multi-media tools. Engagement of younger generations requires understanding and incorporation of technology into curriculum development and usage. Availability in electronic format is desired by a vast majority of modern learners, and within the past 15 years has become integrated in most higher education institutions and is increasing in secondary and elementary school systems. With student bodies becoming more diverse, use of online formats for curriculum has assisted in “affirmation of diversity”

Concepts of curriculum 4 (Kingsley, 2007) between learners and educators. Students can self-direct studies to adapt personal learning styles and recognize strengths and weaknesses, empowering learner transformation and enhancing learning. Curriculum sets direct objectives by defining concepts and subconcepts, and provides a rubric for feedback and reinforcing efforts (Instructional strategies, 2007). Conclusion Educators develop curricula to provide structure in expected concept development and inferred knowledge and skills. A support mechanism for students and instructors, objectives and outcomes measures are used for course materials and student accountability in self-direction of learning, and are an integral portion of instructional strategies proven to enhance learning. Structure provides opportunity to develop skills, while allowing the student choices, selfdirection, and allows engagement in the process of the curriculum (McKnight, 2006). Constant communication between student and instructor allow successful comprehension of course materials and assist in assimilation of critical thinking skills and support the educator as an instructional decision-maker in implementation of specialized areas of knowledge and skills.

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References Clark, N., S. Stow, et al. (2006). Developing standards based on curricula and assessments. Clearing House, 79 (5), 258-261. Retrieved on September 19, 2007 from EBSCOhost database. Kingsley, K. (2007). Empower diverse learners with educational technology and digital media. Intervention in school and clinic, 43 (1), 52-56. Retrieved on September 18, 2007 from EBSCOhost database. Instructional strategies that work. (2007, February 1). Gifted Child Today, 26 (2), 7. Retrieved on September 20, 2007 from EBSCOhost database. McKnight, D. (2006). The gift of a curriculum method. Curriculum & Teaching Dialogue, 8(1/2), 171-183. Retrieved on September 21, 2007 from ProQuest database. Van Haren, R. (2007). A multiliteracy approach to pedagogy. Literacy Learning: The Middle Years. 15 (2), 46. Retrieved on September 20, 2007 from ProQuest database.